Oct 20, 2017
The Master of Science in Education degree program involves advanced study designed to enhance the knowledge and skills of teachers in P-12 schools. The program blends studies of educational theory with analysis of current issues and practices in teaching as well as specific discipline content. Program tracks are offered in:
- Elementary/Secondary Education
- Mathematics Teaching
- School Administration and Leadership
Within the Elementary/Secondary Education track it is possible to add to an existing license by completing coursework in instructional technology, reading, or special education (with appropriate test scores). The School Administration and Leadership program leads to a building level administrator’s license in Indiana (with the appropriate test scores).
These programs are designed for practicing teachers and do not lead to initial licensure.
Applicants must be admitted to graduate study under University graduate policies and then be accepted into the specific MSE Track. In addition to the requirements for admission to graduate study at USI, admission to the MSE program requires the following:
- A baccalaureate degree (minimum cumulative GPA 2.75) from an accredited college or university with a degree in education or a related field
- A minimum GPA of 3.0 in all courses taken at the graduate level at all schools attended
- A copy of a standard US teaching license or an approved waiver form
- A completed personal information form that includes a record of teaching experience
The Mathematics Teaching track also requires a baccalaureate degree with a major in mathematics or mathematics teaching.
All MSE tracks require completion of 33 credit hours following the curriculum outlined below.
Graduate students in all MSE programs must successfully complete at least one course from the following categories:
- Advanced Instruction (AI) – Courses in advanced instruction develop reflective and analytical skills in candidates related to their practices as teachers. Much of this curriculum emphasizes the learning process, and how students are changed as a result of experience, how they apply what they learn in different contexts, and how they recognize and extend that learning to completely new situations. Modes of facilitating effective learning, transferring new knowledge and skills to appropriate contexts, creativity and innovation, and experiential education will be investigated.
- Curriculum Theory (CT) – Curriculum theory refers to the transmission of knowledge, skills, and affective sets to others through formal and informal means. These courses examine the organization of schooling, as well as formal and informal educational environments. Curriculum as process, curriculum and context, modes of learning, and revisionist theories of modes of knowledge will be explored.
- Human Development (HD) – Courses in human development examine changes in human beings’ biological, social, cognitive, and emotional behavior from conception until death. Such lifelong processes and permanent change overtime often influence not only how students learn, but who learns based on the contexts of the environment. Patterns of growth, motivation, engagement within classroom environments, and the implications of culture and the individual are tools to understanding how humans develop.
- Social Foundations (SF) – Social Foundations courses explore questions about the nature, structure, and functions of schools; education and social justice; the nature and uses of knowledge; and conceptions of a worthy life. These courses are intended to introduce students to the methods and questions of philosophy, history, sociology, and anthropology as tools for investigating the work of teachers and the institutions of schools.
To proceed to the research sequence, graduate students will create and present a professional portfolio. The portfolio will represent an individual graduate student’s organization of course-related and professional development knowledge, skills, and dispositions. The portfolio will also include a synthesizing statement that identifies an area of focus for the remainder of the program. The portfolio will be presented to a committee of three faculty members, with at least one faculty member representing the specific track in which the student is enrolled.
Approval of the portfolio is required prior to registering for EDUC 601, the first course in the research sequence. The research sequence consists of three courses, EDUC 601 - Research in Education , EDUC 631 - Analysis of Instruction , and EDUC 671 - Integrating Research Seminar in Education . The courses in the research sequence may not be taken concurrently.
The Master of Science in Education – Elementary/Secondary Education track is designed to enhance the knowledge and skills of teachers in P-12 schools. The program blends studies of educational theory with analysis of current issues and practices in teaching as well as in specific discipline content.
Students in the elementary/secondary education track complete 24 hours of coursework selected from among any of the areas listed below, plus the 9 hour research sequence. Within the 24 hours, students must complete at least one course in each category (advanced instruction (AI), curriculum theory (CT), human development (HD), and social foundations (SF)).
NOTE: to add special education, reading, or instructional technology to a license, a graduate student must complete at least 24 credits in the specific discipline. If the research project involves the appropriate area, the research sequence may apply to the discipline specific coursework.
Research Sequence (9 hours)
All MSE students must complete the research sequence requirement – 9 hours. (Note these courses must be taken at USI. Transfer courses will not be accepted for these courses.)